哈佛美國史：美國學生權威曆史教材（套裝共2冊英漢雙語） pdf epub mobi txt 电子书下载 2025

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[美] 愛德華·錢寜著，徐楓譯

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出版社：天津社会科学院出版社

ISBN：9787806889831

版次：1

商品编码：11440716

包装：平装

开本：16开

出版时间：2014-04-01

用纸：轻型纸

页数：304

套装数量：2

字数：248000

正文语种：中文，英文

具体描述

編輯推薦

　　★哈佛大學曆史學教授錢寜裏程碑曆史作品.
　　★普利策奬獲奬作品一本書讀懂美國發現美國強大的奧秘
　　

內容簡介

　　★本書是愛德華·錢寜專門為美國學生撰寫的一部關於美國曆史的簡明教材，它對此後的美國曆史教科書産生瞭深遠的影響。通過這部曆史著作，作者希望能喚起學生對曆史的熱愛，而不是死記硬背那些枯燥無味的曆史事實。
　　★本書對於國內讀者瞭解美國曆史文化，進而深入探究美利堅這個民族。

作者簡介

　　愛德華·錢寜，美國曆史學傢，1883- 1929年曾在哈佛大學曆史係任教。他傾注畢生精力撰寫的《美國曆史》，一直是美國標準的曆史研究參考書，該書於1926年獲普利策奬。

精彩書摘

　　第一部分

　　發現與探險（1000-1600年）

　　第1章?歐洲發現美洲

　　1．列夫·埃裏剋森發現美洲（1000年）

　　許多人自幼就會背誦的這兩句詩：

　　公元一四九二，

　　哥倫布揚帆藍海

　　許多人認為哥倫布是第一個到達美洲的歐洲人，但在他之前約500年，列夫·埃裏剋森就已發現瞭新大陸。列夫·埃裏剋森的父親（北歐人雷德埃裏剋）在格陵蘭島建立瞭殖民地，因此他在公元1000年起航，“從挪威齣發去拜訪父親”。他與自己的隨員日復一日地在大海上顛簸航行，最後他們抵達一片長滿葡萄藤的未知土地，並把這裏命名為溫蘭德。之後他們一路北上，安全抵達格陵蘭島。溫蘭德的具體位置不得而知，但可以確信這就是美洲的一部分。因此，北歐人列夫·埃裏剋森是美洲的真正發現者。

　　2. 早期歐洲旅行傢

　　歐洲人對亞洲的知識遠遠超過對溫蘭德的瞭解。幾百年來傳教士、商人、旅行傢往返於遠東與歐洲之間。他們不但把絲綢、香料以及金銀飾品帶迴歐洲，而且宣講東方的富有與王公貴族的偉大。其中意大利旅行傢馬可·波羅講到瞭中國和日本。他說日本這個島國的君主無比富有，連宮殿的地闆都是純金鋪成的。土耳其突然控製瞭歐洲與富有的遠東之間的領土，切斷瞭東西方的陸路商旅通道，因此尋找到通往印度、中國和日本的新路徑也就成瞭必然。

　　3. 早期葡萄牙航行傢

　　通往東方的一條路看起來應該是在非洲的南端——如果非洲南部有這麼一個盡頭的話。1487年，葡萄牙船員沿非洲南端航行並返迴本國，把這裏稱為“風暴角”，但葡萄牙國王認為有到達印度的希望瞭，因此把這裏更名為“好望角”。十年之後，即1497年，勇敢的葡萄牙航行傢達伽馬經好望角抵達印度並安全返航。

　　4. 哥倫布

　　與此同時，意大利人哥倫布曆經更加驚險的旅程安全返航。通過自己閱讀，也經彆人說教，他開始相信地球是圓的。如果真是這樣，中國和日本在歐洲的東方，也在歐洲的西方。哥倫布還認為地球非常小——他認為的地球比真實的地球小得多，他覺得日本就在西班牙西方3000英裏的位置。有很長一段時間，大傢都嘲笑嚮西航行也可以抵達日本和中國的想法，但最終哥倫布還是籌足資金組建瞭一個小型艦隊。

　　5. 1492年的航行

　　1492年8月，哥倫布離開西班牙，在加那利群島補給充足後嚮西進入大西洋。1492年10月20號晚上10點，哥倫布在黑暗中看到瞭光綫。船隊很快停航，天亮後他們毫無疑問地發現瞭陸地。他們放下一隻小船，哥倫布乘小船登陸，為西班牙國王費迪南德和王後伊莎貝拉占領瞭這塊新領地。土著人來見這些開拓者。他們的紅皮膚讓哥倫布很感興趣——因為這不就是遠東的居民嗎？因此他把他們稱作印第安人。

　　6. 印第安人與印度群島

　　這些印第安人跟馬可波羅描述的中國人和日本人完全不同。他們不但沒穿鑲金的綢緞衣服，甚至根本就沒衣服可言。顯然這個島不是日本，或許是日本周邊的某個島。因此哥倫布繼續航行並發現瞭古巴，因為印第安人總說“古巴那昆”這個詞，而哥倫布誤以為這是他們說忽必烈可汗這位偉大君主時的特有發音，因此他確信古巴就是亞洲的一部分，並立即派齣兩名信使給這位偉大的君王送信。迴到西班牙後哥倫布被當成海軍司令歡迎。他又三次赴美航行，但他從沒有深入美洲大陸。

　　7. 1497年，約翰·卡波特

　　哥倫布探索西印度群島的時候，另一位意大利航海傢約翰·卡波特穿越大西洋，比哥倫布的航行還要往北。經都鐸王朝首位國王亨利七世的授權，約翰·卡波特從英格蘭布裏斯托爾大膽齣發，穿越北大西洋，抵達美洲北部的新斯科捨海岸。跟哥倫布一樣，他以為找到瞭忽必烈可汗的王國。英國皇室憑藉他的發現，宣稱對北美擁有殖民權。

　　8. 命名美洲

　　許多開拓者都來過這片新發現的陸地，其中有一位叫阿美裏卡斯·韋斯普奇的意大利人，具體他到瞭那裏不清楚，但他詳述瞭自己的航行，齣版後被廣泛閱讀，這一點很清楚。在他的敘述中他說我們所謂的南美洲並不是亞洲的一部分，因此他把這裏命名為新大陸。哥倫布一直都宣稱他發現的陸地是亞洲的一部分，因此人們一想到新大陸的時候就會想到阿美裏卡斯，不久就有人建議新大陸應更名為美洲，以此紀念阿美裏卡斯。之後，人們確信其他陸地也不是亞洲的一部分，便同樣稱之為美洲，這樣整個大陸最後都叫美洲瞭。

　　9. 巴波亞和麥哲倫（1513，1520）

　　西班牙人巴波亞到聖多明哥尋求發跡，落魄後四處逃債，最終發現自己竟跑到瞭巴拿馬海峽中部的一座高山上。嚮南望去他發現一片波光粼粼的新海域，他把這裏叫做南海。往海裏走到水深齊腰的時候，他揮舞著劍宣稱為西班牙國王占領瞭這片領地，這是1513年的事兒。7年後，1520年，效忠西班牙國王的葡萄牙人麥哲倫經麥哲倫海峽航行至這片廣闊的海域，他又稱之為太平洋。他從那裏一路嚮西北，曆經數月航行後抵達菲律賓群島。麥哲倫被當地人殺害，但船隊中的一艘船經好望角迴到瞭西班牙。

　　PART I

　　DISCOVERY AND EXPLORATION

　　1000-1600

　　CHAPTER 1

　　THE EUROPEAN DISCOVERY OF AMERICA

　　1. Leif Ericson discovers America, 1000.—In our early childhood many of us learned to repeat the lines:—

　　Columbus sailed the ocean blue

　　In fourteen hundred, ninety-two.

　　We thought that he was the first European to visit America. But nearly five hundred years before his time Leif Ericson had discovered the New World. He was a Northman and the son of Eric the Red. Eric had already founded a colony in Greenland, and Leif sailed from Norway to make him a visit. This was in the year 1000. Day after day Leif and his men were tossed about on the sea until they reached an unknown land where they found many grape-vines. They called it Vinland or Wineland. They Then sailed northward and reached Greenland in safety. Precisely where Vinland was is not known. But it certainly was part of North America. Leif Ericson, the Northman, was therefore the real discoverer of America.

　　2. Early European Travelers.—The people of Europe knew more of the lands of Asia than they knew of Vinland. For hundreds of years missionaries, traders, and travelers visited the Far East. They brought back to Europe silks and spices, and ornaments of gold and of silver. They told marvelous tales of rich lands and great princes. One of these travelers was a Venetian named Marco Polo. He told of Cathay or China and of Cipango or Japan. This last country was an island. Its king was so rich that even the floors of his palaces were of pure gold. Suddenly the Turks conquered the lands between Europe and the golden East. They put an end to this trading and traveling. New ways to India, China, and Japan must be found.

　　3. Early Portuguese Sailors.—One way to the East seemed to be around the southern end of Africa—if it should turn out that there was a southern end to that Dark Continent. In 1487 Portuguese seamen sailed around the southern end of Africa and, returning home, called that point the Cape of Storms. But the King of Portugal thought that now there was good hope of reaching India by sea. So he changed the name to Cape of Good Hope. Ten years later a brave Portuguese sailor, Vasco da Gama, actually reached India by the Cape of Good Hope, and returned safely to Portugal (1497).

　　4. Columbus.—Meantime Christopher Columbus, an Italian, had returned from an even more startling voyage. From what he had read, and from what other men had told him, he had come to believe that the earth was round. If this were really true, Cipango and Cathay were west of Europe as well as east of Europe. Columbus also believed that the earth was very much smaller than it really is, and that Cipango was only three thousand miles west of Spain. For a time people laughed at the idea of sailing westward to Cipango and Cathay. But at length Columbus secured enough money to fit out a little fleet.

　　5. The Voyage, 1492.—Columbus left Spain in August, 1492, and, refitting at the Canaries, sailed westward into the Sea of Darkness. At ten o'clock in the evening of October 20, 1492, looking out into the night, he saw a light in the distance. The fleet was soon stopped. When day broke, there, sure enough, was land. A boat was lowered, and Columbus, going ashore, took possession of the new land for Ferdinand and Isabella, King and Queen of Aragon and Castile. The natives came to see the discoverers. They were reddish in color and interested Columbus—for were they not inhabitants of the Far East? So he called them Indians.

　　6. The Indians and the Indies.—These Indians were not at all like those wonderful people of Cathay and Cipango whom Marco Polo had described. Instead of wearing clothes of silk and of gold embroidered satin, these people wore no clothes of any kind. But it was plain enough that the island they had found was not Cipango. It was probably some island off the coast of Cipango, so on Columbus sailed and discovered Cuba. He was certain that Cuba was a part of the mainland of Asia, for the Indians kept saying“Cubanaquan.” Columbus thought that this was their way of pronouncing Kublai Khan—the name of a mighty eastern ruler. So he sent two messengers with a letter to that powerful monarch. Returning to Spain, Columbus was welcomed as a great admiral. He made three other voyages to America. But he never came within sight of the mainland of the United States.

　　7. John Cabot, 1497.—While Columbus explored the West Indies, another Italian sailed across the Sea of Darkness farther north. His name was John Cabot, and he sailed with a license from Henry VII of England, the first of the Tudor kings. Setting boldly forth from Bristol, England, he crossed the North Atlantic and reached the coast of America north of Nova Scotia. Like Columbus, he thought that he had found the country of the Grand Khan. Upon his discovery English kings based their claim to the right to colonize North America.

　　8. The Naming of America.—Many other explorers also visited the new-found lands. Among these was an Italian named Americus Vespucius. Precisely where he went is not clear. But it is clear that he wrote accounts of his voyages, which were printed and read by many persons. In these accounts he said that what we call South America was not a part of Asia. So he named it the New World. Columbus all the time was declaring that the lands he had found were a part of Asia. It was natural, therefore, that people in thinking of the New World should think of Americus Vespucius. Before long some one even suggested that the New World should be named America in his honor. This was done, and when it became certain that the other lands were not parts of Asia, the name America was given to them also until the whole continent came to be called America.

　　9. Balboa and Magellan, 1513, 1520.—Balboa was a Spaniard who came to San Domingo to seek his fortune. He became a pauper and fled away from those to whom he owed money. After long wanderings he found himself on a high mountain in the center of the Isthmus of Panama. To the southward sparkled the waters of a new sea. He called it the South Sea. Wading into it waist deep, he waved his sword in the air and took possession of it for his royal master, the King of Spain. This was in 1513. Seven years later, in 1520, Magellan, a Portuguese seaman in the service of the Spanish king, sailed through the Straits of Magellan and entered the same great ocean, which he called the Pacific. Thence northward and westward he sailed day after day, week after week, and month after month, until he reached the Philippine Islands. The natives killed Magellan. But one of his vessels found her way back to Spain around the Cape of Good Hope.

　　……

前言/序言

　　這本小書要以簡潔明瞭的風格講述美國的成立與發展。對祖國曆史的學習是件嚴肅的事情，作者、老師、學生都要嚴肅對待，甚至可以說其重要程度要超過對語言和算術的學習。因此，筆者從來沒有想過要把這本教科書打造成故事書。這就是純粹的教科書，也應該被當成教科書使用，學生要刻苦地學，老師要認真細緻地教。

　　本書的多數讀者將不會再有機會學習祖國的建立和曆史。作者最希望看到的就是讀者能夠花時間學習真正的美國曆史，而不是死記硬背通常沒有太多價值也沒有可靠根據的事件。為此，筆者大膽地略去瞭許多大傢認為會使曆史書增色並激發讀者“對曆史的熱愛”的傳統事件，因為它們激發的通常是對娛樂的愛。比如，通常講述約翰·史密斯船長的冒險經曆及印第安人習俗的篇章本書則代之以憲法的形成以及反對奴隸製的蔓延。此外，1760年之前的史料不詳，無法做到簡練、精確地描述“殖民生活”，因此必須略去此處。關於這一類的曆史事件及內容，學生們可以很容易地通過希金森的《寫給年輕人的曆史》、艾格利斯通的《美國及其人民》、麥剋馬斯特的《學校曆史》等書籍獲得。本書在旁注裏把這些書及另外一些參考資料都列瞭齣來，並附帶給齣瞭更容易找到的僅供例證的參考資料齣處。

　　許多學校都開兩學年的美國曆史課，這是慣例，並且會把第一學年全部分配給1760年以前的時期，這種安排很不恰當。首先，殖民時期被過度強調；其次，許多學生不再返學，也就沒機會再學後麵的部分瞭；第三，這一部分的學習往往會造成學生無法全麵地認識美國的發展；最後，第二學年的課程多用於獨立戰爭及南北戰爭的教學。更好的教學方案應該是第一學年就通讀全書，輔以平行閱讀，第二學年復習並重點關注憲法製定、各殖民地的獨立之戰、南北戰爭等重要章節。第二學年也可重點學習1790年之後的工業史以及政府的組建。筆者熱切希望教師僅把前麵有關早期曆史的章節當作引言。

　　在語法學校有多年曆史教學經驗的安妮·布裏斯·查普曼很熱心地提齣瞭一些建設性的意見，並且為教師們提瞭很棒的建議，這些都被附錄在本書相應的章節中。筆者也提齣瞭一些意見和建議，並且完善瞭查普曼的部分建議，這其中值得稱道的地方都要歸功於查普曼。同時要感謝比尤拉·瑪麗·迪剋斯女士對本書語言及格式體例提齣的建議。筆者懇請讀者，尤其是教師，對本書提齣批評及建議，並歡迎指正。

　　PREFACE

　　The aim of this little book is to tell in a simple and concise form the story of the founding and development of the United States. The study of the history of one's own country is a serious matter, and should be entered upon by the text-book writer, by the teacher, and by the pupil in a serious spirit, even to a greater extent than the study of language or of arithmetic. No effort has been made, therefore, to make out of this text-book a story book. It is a text-book pure and simple, and should be used as a text-book, to be studied diligently by the pupil and expounded carefully by the teacher.

　　Most of the pupils who use this book will never have another opportunity to study the history and institutions of their own country. It is highly desirable that they should use their time in studying the real history of the United States and not in learning by heart a mass of anecdotes, —often of very slight importance, and more often based on very insecure foundations. The author of this text-book, therefore, has boldly ventured to omit most of the traditional matter which is usually supposed to give life to a text-book and to inspire a“love of history,”—which too often means only a love of being amused. For instance, descriptions of the formation of the Constitution and of the struggle over the extension of slavery here occupy the space usually given to the adventures of Captain John Smith and to accounts of the institutions of the Red Men. The small number of pages available for the period before 1760 has necessitated the omission of“pictures of colonial life,”which cannot be briefly and at the same time accurately described. These and similar matters can easily be studied by the pupils in their topical work in such books as Higginson's Young Folks' History, Eggleston's United States and its People, and McMaster's School History. References to these books and to a limited number of other works have been given in the margins of this text-book. These citations also mention a few of the more accessible sources, which should be used solely for purposes of illustration.

　　It is the custom in many schools to spread the study of American history over two years, and to devote the first year to a detailed study of the period before 1760. This is a very bad arrangement. In the first place, it gives an undue emphasis to the colonial period; in the second place, as many pupils never return to school, they never have an opportunity to study the later period at all; in the third place, it prevents those pupils who complete this study from gaining an intelligent view of the development of the American people. And, finally, most of the time the second year is spent in the study of the Revolutionary War and of the War for the Union. A better way would be to go over the whole book the first year with some parallel reading, and the second year to review the book and study with greater care important episodes, as the making of the Constitution, the struggle for freedom in the territories, and the War for the Union. Attention may also be given the second year to a study of industrial history since 1790 and to the elements of civil government. It is the author's earnest hope that teachers will regard the early chapters as introductory.

　　Miss Annie Bliss Chapman, for many years a successful teacher of history in grammar schools, has kindly provided a limited number of suggestive questions, and has also made many excellent suggestions to teachers. These are all appended to the several divisions of the work. The author has added a few questions and a few suggestions of his own. He has also altered some of Miss Chapman's questions. Whatever there is commendable in this apparatus should be credited to Miss Chapman. Acknowledgments are also due to Miss Beulah Marie Dix for very many admirable suggestions as to language and form. The author will cordially welcome criticisms and suggestions from any one, especially from teachers, and will be very glad to receive notice of any errors.